Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors

102 Pages·2017·0.5 MB·English

The College at Brockport: State University of New York
Digital Commons @Brockport
Kinesiology, Sport Studies, and Physical Education
Kinesiology, Sport Studies and Physical Education
Master’s Theses
12-2013
Instructional Preferences in Aquatics for Children
with Visual Impairments and Their Instructors
Fabiana Cieslak
The College at Brockport, [email protected]
Follow this and additional works at:http://digitalcommons.brockport.edu/pes_theses
Part of theEducation Commons, and theExercise Science Commons
Repository Citation
Cieslak, Fabiana, "Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors" (2013).
Kinesiology, Sport Studies, and Physical Education Master’s Theses. 12.
http://digitalcommons.brockport.edu/pes_theses/12
This Thesis is brought to you for free and open access by the Kinesiology, Sport Studies and Physical Education at Digital Commons @Brockport. It
has been accepted for inclusion in Kinesiology, Sport Studies, and Physical Education Master’s Theses by an authorized administrator of Digital
Commons @Brockport. For more information, please [email protected].
Instructional Preferences in Aquatics for Children with Visual Impairments and
Their Instructors

By
Fabiana Freitas Cieslak

A thesis submitted to the Department of Kinesiology, Sport Studies and Physical
Education of the State University of New York College at Brockport in partial
fulfillment of the requirements for the degree of
Master of Science in Education (Physical Education)
December, 2013
Instructional Preferences in Aquatics for Children with Visual Impairments and
Their Instructors
By Fabiana Freitas Cieslak

APPROVED BY:

________________________________ ____________
Thesis Chairperson: Dr. Lauren J. Lieberman Date

________________________________ ____________
Committee Member: Dr. Cathy Houston-Wilson Date

________________________________ ____________
Committee Member: Dr. Pamela S. Haibach Date

________________________________ ____________
Chair, Department of Kinesiology, Sport Studies and Date
Physical Education: Dr. Susan Peterson
Table of Contents
List of Illustration .................................................................................................. iii
Abstract ................................................................................................................... iv
Introduction .............................................................................................................. 1
Statement of Purpose.................................................................................... 4
Research Questions ...................................................................................... 4
Operational Definitions ................................................................................ 4
Assumptions ................................................................................................. 6
Limitations ................................................................................................... 6
Delimitations ................................................................................................ 6
Review of Literature ................................................................................................ 7
Physical Activity and Children with Visual Impairment ............................. 7
Motor Skills in Children with Visual Impairments ...................................... 9
Barriers for Children with Visual Impairments ......................................... 10
Children with Visual Impairments in Swimming ...................................... 12
Instructional Strategies for Children with Visual Impairment ................... 14
Summary .................................................................................................... 17
Methods.................................................................................................................. 19
Participants ................................................................................................. 19
Data Collection........................................................................................... 21
Data Analyses............................................................................................. 23
i
Reliability ................................................................................................... 23
Results .................................................................................................................... 24
Tactile Modeling ........................................................................................ 29
Teaching Strategies .................................................................................... 32
Discussion .............................................................................................................. 35
Physical Guidance ...................................................................................... 36
Tactile Modeling ........................................................................................ 37
Teaching Strategies .................................................................................... 38
Conclusions ................................................................................................ 39
Appendix A - Focus Group Questions – Athletes ................................................. 40
Appendix B - Focus Group Questions – Instructors .............................................. 42
Appendix C - Focus Group Transcriptions - Athletes ........................................... 43
Appendix D - Focus Group Transcriptions - Coaches ........................................... 51
References .............................................................................................................. 90

ii
List of Illustration

Table 1. Athletes’ demographic data……………………………………………..20
Table 2. Instructors’ demographic data…………………………………………..21
Table 3. Athletes’ and instructors’ preferences in swimming classes …………...25
Table 4. Athletes’ preferred instructional strategies ….........................................33
Table 5. Athletes’ preferences by swimming level ……………………………...34
Table 6. Instructors’ preferred instructional strategies…………………………..34

iii
Abstract

The aim of this study was to determine which instructional strategies
athletes with visual impairments and their coaches would prefer during swimming
classes. Thirteen athletes with visual impairments and fourteen coaches
participated in interviews to reveal their preferences. A thematic analysis was
utilized to ensure the analysis was undertaken in a theoretically and
methodologically sound manner. Three key themes emerged, each a compilation
of a set of subthemes. The first theme, physical guidance, included a quicker
learning process and passive and active learning. The second theme, tactile
modeling, was comprised of barriers and better instruction. The final theme that
emerged from the data was teaching strategies, which encapsulated subthemes it
depends of the situation and child feedback. The results revealed an in depth
analysis of children with visual impairments’ and coaches’ preferences in
swimming. Additionally, results provided further assistance for teachers and
professionals who work in the field of visual impairments and physical education.

iv
Introduction
Blindness and low vision are widely recognized as important causes of
impairment among Americans. Based on demographics from the 2010 US Census,
about 8.1 million American people aged 15 years and older have a visual
impairment, including 2.0 million people with blindness (Brault, 2012). Among
children under 15 years, approximately 321,000 Americans have visual
impairments, including 118,000 who are blind (Brault, 2012). This number
represents children with visual impairments that are in American schools every
day.
Children need education in physical fitness, wellness, health, and lifetime
sports and recreation to develop into healthy and physically active adults, and
prevent diseases such as obesity, coronary heart disease, and diabetes which are
quite prevalent in today’s society (O’Connell, Lieberman, & Peterson, 2006).
However, studies demonstrate that children do not engage in adequate levels of
physical activity to promote healthy lifestyles (U.S. Department of Health and
Human Services [DHHS], 1996).
Physical inactivity is of special concern in individuals with visual
impairments. Fitness in an adequate level is necessary to complete functional tasks
(Ayvazoglu, Oh, & Kozub, 2006). The need for fitness might be greater for
children with visual impairments because, as found by Buell (1973), they expend
more energy to complete daily living activities (as cited in O’Connell et al., 2006,
p. 471). However, studies have shown that children with visual impairments are
less physically active than recommended and less than their sighted peers
(Houwen, Hartman, & Visscher, 2009; Houwen, Hartman, Jonker, & Visscher,
1
2010; Lieberman, Byrne, Mattern, Watt, & Fernandez-Vivo, 2010; O’Connell et
al., 2006).
Positive relationships have been found between motor skills and physical
activity in children (Houwen et al., 2009). Physical activity and motor skills can
help children with visual impairments to develop several of the areas from the
Expanded Core Curriculum (ECC), first formulated by Hatlen, 1996 (Sapp &
Hatlen, 2010). ECC is a generally accepted curriculum with nine areas of
instruction that children with visual impairments need to be successful in school,
the community, and the workplace (Sapp & Hatlen, 2010). Physical activity and
motor skills can improve social interaction skills, independent living skills, self-
determination skills, recreational and leisure skills, and orientation and mobility
skills and concepts.
Children with visual impairments also demonstrate less developed motor
skills than their sighted peers (Houwen et al., 2009; Houwen, Visscher, Lemmick,
& Harman, 2008; O’Connell et al., 2006; Wagner, Haibach, & Lieberman, 2013).
For this population, motor skill proficiency is as important for daily living and
sports activities as it is for any child (Houwen et al., 2010). However, this
population has shown delays in motor development and mobility, object control
and manipulation skills, probably due to a lack of opportunities during their
childhood. O’Connell et al. (2006) stated that “children who are visually impaired
and have no other disabilities are born with the same physical potential as their
sighted peers” (p. 471). Visual impairments may act as a constraint, slowing down
motor skills acquisition (Houwen et al., 2010; Houwen et al., 2008), however if a
2
child with visual impairment has adequate levels of physical activity participation,
this may enhance motor skills proficiency (Houwen et al., 2009).
Physical activity and sports, like swimming, can influence positively in
orientation and mobility skills and concepts and independent living skills. Thus,
helping children with visual impairment understand their own bodies and how to
move as safely, efficiently, and independently as possible. For social interaction
skills and recreational and leisure skills, sports and physical activity are often
primary socialization environments and create an atmosphere of belonging, such
as clubs, teams, other groups (Movahedi, Mojtahedi, & Farazyani, 2011; Shapiro,
Moffett, Lieberman, & Dummer, 2005). Finally, self-determination skills refer to
a person’s right to decide freely and without undue influence how he or she
wishes to live his or her life (Sapp & Hatlen, 2010). Physical activities and sports
encourage students to become stronger at decision making skills, making the child
more responsible and autonomous. At the same time that children learn to be more
cooperative with others, they learn how to be less dependent on others, perceiving
the fact that they are responsible for themselves and for the world in which they
live (Movahedi et al., 2011).
A good example of sport for children with visual impairments is
swimming, for a variety of reasons. Individuals with visual impairments feel more
comfortable and freer in the water because they do not need a lot of equipment or
help (Lieberman, 2002). Additionally, swimming provides an opportunity to
improve motor performance and physical fitness while increasing group
interaction, self-determination, and experiencing success (Lepore, Gayle, &
Stevens, 2007; Lieberman, 2011).
3